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Do you have to shout when expressing your emotions?
I was reading through the comments on the blog “Sir Alan Steer’s ‘Rollicking’ comment”, and when I came to Sami Bell’s contribution I found myself thinking about the sort of students that some people may regard as needing a right royal rollicking. It appears to me that there is a significantly important problem underlying the behaviour presented by many of these students, i.e. the inability to express themselves as a consequence of not having an adequate or relevant vocabulary. Moreover, their ignorance is further negativised by the random use of a few expletives (particularly F…ing, and Gay) used simply to fill in the gaps that their lack of vocabulary would otherwise create. Talking with many of these students demonstrates just how lacking their vocabularies are, especially when it comes to expressing their own emotions, their beliefs, their aspirations and their needs. Indeed they display a lack of communication ability at many levels.
Shouting at these students is the same as shouting at foreigners in the belief that the louder it is communicated. the easier English is to understand. When are we going to start working out ways of teaching students at all ages the vocabularies of emotion, empathy, equality and so on?
If education is to be truly holistic and serve students in all aspects of their lives outside school or College then it must equip them with the skills not only to survive, but to successfully integrate with society in a more positive manner. The students have the feelings. Let us as educators work out how we can help them understand and express their feelings, and enable them to talk purposefully about those feelings.
FE Colleges: Are you on Yard Duty Today?
Have you heard the one about the Senior Member of Staff in the College of Further Education who was asked by the Ofsetd Inspector if he could have access to the Yard Duty Rota? Allegedly there is an expectation that students aged 14 – 16 years old, attending from schools, should experience the same level of supervision as that provided in their regular day school.
Has any one come across this or have any additional information which may help to bring clarity to this situation?
Is it appropiate/necessary/possible to operate such safeguarding requirements for a small group of students in the highly populated caverns that are FE Colleges? Your views would be appreciated.
Paul contributes to a BBC article on improving school behaviour…
http://news.bbc.co.uk/1/hi/magazine/8632592.stm
Caught by the Speed Camera
I was travelling back from an extremely positive and enjoyable session in Cheadle Heath, up the A1(m) through 20 miles of road works finding myself wondering why it was that when the end of the speed restrictions are finally reached and the derestriction sign looms ahead, there often seems to be a speed camera hanging around some 100 yards before the speed returns to normal. I wonder how many drivers fall foul of that. This is not the only place in which this appears to happen. Sir Roger Singleton in the First annual report to Parliament of The Chief Adviser on the Safety of Children writes,
Giving students a voice
I have watched with interest the developing confusion and clamour emerging from the idea of giving students a voice in the management and development of the schools and colleges in which they learn and experience education. I don’t think we can argue against the need to involve our students in shaping and developing the way in which we provide education and care, but as with so many things, it is not the concept that appears flawed but some of the thinking that underpins the way in which it is implemented. It is right that students should be provided with the necessary insight and understanding of the processes involved in their education so that they are empowered to express their thoughts, beliefs, fears and aspirations, and thus influence the educational experience for the good of the students, staff and organisation.